Unit 5 Frameworks - Student Edition

CCGPS
Frameworks
Student Edition
Mathematics
7th Grade
Unit 5: Geometry
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Georgia Department of Education

Common Core Georgia Performance Standards Framework Student Edition
Seventh Grade Mathematics Unit 5
Unit 5
GEOMETRY
TABLE OF CONTENTS
Overview ....................................................................................................................................................... 3
Standards Addressed in this Unit .....................................................................................................3

Key Standards & Related Standards ....................................................................................3
Standards for Mathematical Practice ...................................................................................4
Enduring Understandings.................................................................................................................6
Concepts & Skills to Maintain .........................................................................................................6
Selected Terms and Symbols ...........................................................................................................7
Tasks
Take The Ancient Greek Challenge .....................................................................................9

Cross-Sections of a Cube ...................................................................................................11
Similar Cross-Sections .......................................................................................................12
Whats My Solid? ..............................................................................................................13
Its Easy as Pi .....................................................................................................................14
Saving Sir Cumference ......................................................................................................15
Circle Cover Up .................................................................................................................17
I Have A Secret Angle .......................................................................................................23
Stained Glass Design .........................................................................................................24
Boxing Bracelets ................................................................................................................27
Staircase .............................................................................................................................30
MATHEMATICS GRADE 7 UNIT 5: Geometry

Dr. John D. Barge, State School Superintendent
May 2012 Page 2 of 31
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OVERVIEW
In this unit students will:
draw geometric figures using rulers and protractor with emphasis on triangles,
write and solve equations involving angle relationships,
explore two-dimensional cross-sections of cylinders, cones, pyramids, and prisms,
know and use the formula for the circumference and area of a circle, and
solve engaging problems that require determining the area, volume, and surface area of
fundamental solid figures.
Although the units in this instructional framework emphasize key standards and big ideas at
specific times of the year, routine topics such as estimation, mental computation, and basic
computation facts should be addressed on an ongoing basis. Ideas related to the eight practice
standards should be addressed constantly as well. To assure that this unit is taught with the
appropriate emphasis, depth, and rigor, it is important that the tasks listed under Evidence of
Learning be reviewed early in the planning process. A variety of resources should be utilized to
supplement this unit. This unit provides much needed content information, but excellent learning
activities as well. The tasks in this unit illustrate the types of learning activities that should be
utilized from a variety of sources.
STANDARDS ADDRESSED IN THIS UNIT

Mathematical standards are interwoven and should be addressed throughout the year in as
many different units and activities as possible in order to emphasize the natural connections that
exist among mathematical topics.
KEY STANDARDS
Draw, construct and describe geometrical figures and describe the relationships between
them.
MCC7.G.2. Draw (freehand, with ruler and protractor, and with technology) geometric shapes
with given conditions. Focus on constructing triangles from three measures of angles or sides,
noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
MCC7.G.3. Describe the two-dimensional figures that result from slicing three-dimensional
figures, as in plane sections of right rectangular prisms and right rectangular pyramids.

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Solve reallife and mathematical problems involving angle measure, area, surface area, and
volume.
MCC7.G.4. Know the formulas for the area and circumference of a circle and use them to solve
problems; give an informal derivation of the relationship between the circumference and area of
a circle.
MCC7.G.5. Use facts about supplementary, complementary, vertical, and adjacent angles in a
multi-step problem to write and solve simple equations for an unknown angle in a figure.
MCC7.G.6. Solve real-world and mathematical problems involving area, volume and surface
area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons,
cubes, and right prisms.
RELATED STANDARDS
MCC7.G.1 Solve problems involving scale drawings of geometric figures, including computing
actual lengths and areas from a scale drawing and reproducing a scale drawing at a different
scale.
STANDARDS FOR MATHEMATICAL PRACTICE

The Standards for Mathematical Practice describe varieties of expertise that mathematics
educators at all levels longstanding importance in mathematics education. The first of these are
the NCTM process standards of problem solving, reasoning and proof, communication,
representation, and connections. The second are the strands of mathematical proficiency
specified in the National Research Councils report Adding It Up: adaptive reasoning, strategic
competence, conceptual understanding (comprehension of mathematical concepts, operations
and relations), procedural fluency (skill in carrying out procedures flexibly, accurately,
efficiently and appropriately), and productive disposition (habitual inclination to see
mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and ones
own efficacy).
1. Make sense of problems and persevere in solving them.
In grade 7, students solve problems involving ratios and rates and discuss how they solved them.
Students solve real world problems through the application of algebraic and geometric concepts.
Students seek the meaning of a problem and look for efficient ways to represent and solve it.
They may check their thinking by asking themselves, What is the most efficient way to solve
the problem?, Does this make sense?, and Can I solve the problem in a different way?
2. Reason abstractly and quantitatively.
In grade 7, students represent a wide variety of real world contexts through the use of real
numbers and variables in mathematical expressions, equations, and inequalities. Students
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contextualize to understand the meaning of the number or variable as related to the problem and
decontextualize to manipulate symbolic representations by applying properties of operations.
3. Construct viable arguments and critique the reasoning of others.
In grade 7, students construct arguments using verbal or written explanations accompanied by
expressions, equations, inequalities, models, and graphs, tables, and other data displays (i.e. box
plots, dot plots, histograms, etc.). They further refine their mathematical communication skills
through mathematical discussions in which they critically evaluate their own thinking and the
thinking of other students. They pose questions like How did you get that?, Why is that true?
Does that always work?. They explain their thinking to others and respond to others thinking.
4. Model with mathematics.
In grade 7, students model problem situations symbolically, graphically, tabularly, and
contextually. Students form expressions, equations, or inequalities from real world contexts and
connect symbolic and graphical representations. Students explore covariance and represent two
quantities simultaneously. They use measures of center and variability and data displays (i.e. box
plots and histograms) to draw inferences, make comparisons and formulate predictions. Students
use experiments or simulations to generate data sets and create probability models. Students need
many opportunities to connect and explain the connections between the different representations.
They should be able to use all of these representations as appropriate to a problem context.
5. Use appropriate tools strategically.
Students consider available tools (including estimation and technology) when solving a
mathematical problem and decide when certain tools might be helpful. For instance, students in
grade 7 may decide to represent similar data sets using dot plots with the same scale to visually
compare the center and variability of the data. Students might use physical objects or applets to
generate probability data and use graphing calculators or spreadsheets to manage and represent
data in different forms.
6. Attend to precision.
In grade 7, students continue to refine their mathematical communication skills by using clear
and precise language in their discussions with others and in their own reasoning. Students define
variables, specify units of measure, and label axes accurately. Students use appropriate
terminology when referring to rates, ratios, probability models, geometric figures, data displays,
and components of expressions, equations or inequalities.
7. Look for and make use of structure.
Students routinely seek patterns or structures to model and solve problems. For instance, students
recognize patterns that exist in ratio tables making connections between the constant of
proportionality in a table with the slope of a graph. Students apply properties to generate
equivalent expressions,( i.e. 6 + 2x = 3 (2 + x) by distributive property) and solve equations (i.e.
2c + 3 = 15, 2c = 12) by subtraction property of equality and determine that c = 6 by the division
property of equality. Students compose and decompose two and threedimensional figures to
solve real world problems involving scale drawings, surface area, and volume. Students examine
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tree diagrams or systematic lists to determine the sample space for compound events and verify
that they have listed all possibilities.
8. Look for and express regularity in repeated reasoning.
In grade 7, students use repeated reasoning to understand algorithms and make generalizations
about patterns. During multiple opportunities to solve and model problems, they may notice that
a/b c/d = ad/bc and construct other examples and models that confirm their generalization.
They extend their thinking to include complex fractions and rational numbers. Students formally
begin to make connections between covariance, rates, and representations showing the
relationships between quantities. They create, explain, evaluate, and modify probability models
to describe simple and compound events.
ENDURING UNDERSTANDINGS
Coordinate geometry can be a useful tool for understanding geometric shapes and
transformations.
Cross-sections of three-dimensional objects can be formed in a variety of ways, depending
on the angle of the cut with the base of the object.
The area of irregular and regular polygons can be found by decomposing the polygon into
triangles, squares, and rectangles.
Pi () is the relationship between a circles circumference and diameter.
Parallelograms and rectangles can be used to derive the formula for the area of a circle.
Approximate volumes of simple geometric solids may be found using estimation
Formulas may be used to determine the volume of fundamental solid figures.
Approximate surface area of simple geometric solids may be found using estimation
Manipulatives and the construction of nets may be used in computing the surface area of
right rectangular prisms.
Formulas may be used to compute the surface area of right rectangular prisms.
CONCEPTS AND SKILLS TO MAINTAIN

It is expected that students will have prior knowledge/experience related to the concepts
and skills identified below. It may be necessary to pre-assess in order to determine if time needs
to be spent on conceptual activities that help students develop a deeper understanding of these
ideas.
number sense
computation with whole numbers and decimals, including application of order of
operations
addition and subtraction of common fractions with like denominators
measuring length and finding perimeter and area of rectangles and squares
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characteristics of 2-D and 3-D shapes

angle measurement
data usage and representations
SELECTED TERMS AND SYMBOLS

The following terms and symbols are often misunderstood. These concepts are not an
inclusive list and should not be taught in isolation. However, due to evidence of frequent
difficulty and misunderstanding associated with these concepts, instructors should pay particular
attention to them and how their students are able to explain and apply them.
The definitions below are for teacher reference only and are not to be memorized by
the students. Students should explore these concepts using models and real life examples.
Students should understand the concepts involved and be able to recognize and/or
demonstrate them with words, models, pictures, or numbers.
The websites below are interactive and include a math glossary. Note At the elementary level,
different sources use different definitions. Please preview any website for alignment to the
definitions given in the frameworks.
http://www.teachers.ash.org.au/jeather/maths/dictionary.html
This web site has activities to help students more fully understand and retain new vocabulary
(i.e. the definition page for dice actually generates rolls of the dice and gives students an
opportunity to add them).
http://intermath.coe.uga.edu/dictnary/homepg.asp
Definitions and activities for these and other terms can be found on the Intermath website.
Adjacent Angle: Angles in the same plane that have a common vertex and a common
side, but no common interior points.
Circumference: The distance around a circle.
Complementary Angle: Two angles whose sum is 90 degrees.
Congruent: Having the same size, shape and measure. A B denotes that A is
congruent to B.
Cross- section: A plane figure obtained by slicing a solid with a plane.
Irregular Polygon: A polygon with sides not equal and/or angles not equal.

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Parallel Lines: Two lines are parallel if they lie in the same plane and they do not
intersect. AB || CD denotes that AB is parallel to CD .
Pi: The relationship of the circles circumference to its diameter, when used in
calculations, pi is typically approximated as 3.14; the relationship between the
1
circumference (C) and diameter (d), 3 7 or 3.14
Regular Polygon: A polygon with all sides equal (equilateral) and all angles equal
(equiangular).
Supplementary Angle: Two angles whose sum is 180 degrees.
Vertical Angles: Two nonadjacent angles formed by intersecting lines or segments. Also
called opposite angles.

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Take the Ancient Greek Challenge

The study of Geometry was born in Ancient Greece, where mathematics was thought to be
embedded in everything from music to art to the governing of the universe. Plato, an ancient
philosopher and teacher, had the statement, Let no man ignorant of geometry enter here,
placed at the entrance of his school. This illustrates the importance of the study of shapes and
logic during that era. Everyone who learned geometry was challenged to construct geometric
objects using two simple tools, known as Euclidean tools:
A straight edge without any markings

A compass
The straight edge could be used to construct lines; the compass to construct circles. As geometry
grew in popularity, math students and mathematicians would challenge each other to create
constructions using only these two tools. Some constructions were fairly easy (Can you construct
a square?), some more challenging, (Can you construct a regular pentagon?), and some
impossible even for the greatest geometers (Can you trisect an angle? In other words, can you
divide an angle into three equal angles?). Archimedes (287-212 B.C.E.) came close to solving
the trisection problem, but his solution used a marked straight edge.
We will use a protractor and marked straight edge (you know it as a ruler) to draw some
geometric figures.
What constructions can you create?
Your 1st Challenge:
Draw a regular quadrilateral.
Your 2nd Challenge:

Draw a quadrilateral with no congruent sides.
Your 3rd Challenge:

Draw a circle. Then draw an equilateral triangle and a square inside so that both figures have
their vertices on the circle (inscribed).
Your 4th Challenge:

Draw a regular hexagon. Then divide it into three congruent quadrilaterals

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Your 5th Challenge:

Draw a regular octagon. The divide it into two congruent trapezoids and two congruent
rectangles
Your 6th Challenge:

Draw a triangle with side lengths of 5, 6, and 8 units.
Your 7th Challenge:

Draw a triangle with an obtuse angle.
Your 8th Challenge:

Draw an equilateral right triangle.
Your 9th Challenge:

Create some challenges of your own and pose them to a classmate.

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Cross-Sections of a Cube
Try to make each of the following cross sections by slicing a cube:
a. Square
b. Equilateral triangle
c. Rectangle, not a square
d. Triangle, not equilateral
e. Pentagon
f. Regular hexagon
g. Hexagon, not regular
h. Octagon
i. Trapezoid, not a parallelogram
j. Parallelogram, not a rectangle
k. Circle
1. Record which of the shapes you were able to create and how you did it. If you cant make
the shape, explain why not.
2. Describe, name, and sketch any additional cross-sections that are possible and explain
why they are possible.

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Similar Cross-Sections
The Great Pyramid of Giza in Egypt is often called one of the Seven Ancient Wonders of the
world. The monument was built by the Egyptian pharaoh Khufu of the Fourth Dynasty around
the year 2560 BC to serve as a tomb when he died. When it was built, the Great pyramid was
145.75 m high. The base is square with each side 231 m in length.
Construct a model of the pyramid, with a base that is 1 foot on each side.
Be sure to make the height proportional to the base just as in the real pyramid.
1. Suppose the pyramid is sliced by a plane parallel to the base and halfway down from the
top. What will be the shape of the top? What will the dimensions of the slice be? Justify
your answer.
2. What if the slice is 15% of the way down from the top?
3. What if the slicing plane is not parallel to the base? What will the shape of the slice be
under those conditions?

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Whats My Solid?
Each of the following descriptions fit one or more solids (prism, pyramid, cone, cube, a
cylinder). For each clue, describe what solid it may be and your justification for selecting that
solid. If the description fits more than one solid, name and provide justification for each solid.
Sketch the solid, and illustrate the properties described.
a) A set of my parallel cross sections are squares that are similar but not congruent.
b) A set of my parallel cross sections are congruent rectangles.
c) A set of my parallel cross sections are circles that are similar but not congruent.
d) A set of my parallel cross sections are congruent circles.
e) A set of my parallel cross sections are parallelograms.
f) One of my cross sections is a hexagon, and one cross section is an equilateral triangle.
g) I can be made by sliding a rectangle through space.
h) I can be made by twirling a triangle through space.
i) My volume can be calculated using the area of a circle.
j) My volume can be calculated using the area of a rectangle.

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Name________________________________________ Date ____________________________
Its as Easy as Pi
1. Carefully wrap string around the circumference of your circular

object.
2. Cut the string when it is exactly the same length as the circumference.
3. Now take your string circumference and pull it across the diameter of your circular
object. Cut as many string diameters from your string circumference as you can.
4. Repeat steps 1-3 with at least 3 different circular objects.
5. Tape your string sets to the bottom of this paper and explain what you noticed.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6. Compare your data with others. What do you notice?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
7. How are diameter and circumference related? How do you know?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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Name _________________________________________ Date _________________________
Saving Sir Cumference

Sir Cumference has been turned into a dragon! Help Radius and Lady Di of
Ameter break the spell and save Sir Cumference. The answer to this
problem lies in this poem. Can you solve the riddle?
1. Read The Circles Measure
What do you think is meant by measure
the middle and circle around?
What two numbers should you divide? How

do you know?
2. Use a measuring tape to find the diameter and circumference of at least 5 different sized
circular objects. (You may want to measure the circumference with narrow ribbon and then
measure the ribbon to find the measure of the circumference.) Discuss with your group how
to record your data in a table, and then create the table below.

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Circumference
3. Use the grid paper below to make a coordinate graph. Use the horizontal axis for diameter
and the vertical axis for circumference. Plot your data for each object your group measured
on the graph.
Diameter
A. Enter your diameter and circumference data on the class graph.
B. What do you notice about the points you plotted on your graph? How is your graph similar
to/different from the class graph that is being created?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Name _________________________________________ Date _________________________
Circle Cover-Up
1. Compare the areas of the square and circle below.
Which one has the larger area? Write to explain how you know.
2. Compare the areas of the two figures below.
3. Do you think one of the areas is larger than the other? Write to explain your thinking.

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4. If the radius of the circle is r, what is the length of the large square in terms of r?
3
5. What is the approximate area of the three smaller squares 4 of the large square in
terms of r?
6. Follow the directions on the Circle Cover-Up Cut and Cover student recording sheet.
Which figure has the larger area? Write below to explain your findings.
7. How do you think finding the area of a circle is related to finding the area of a square?
8. What role do you think pi plays in finding the area of a circle?

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Name _________________________________________ Date _________________________
Circle Cover-Up - Cut and Cover

1. Color the area of the squares that are outside the circle.
2. Cut out the circle, but save the colored area that was not inside the circle.
3. Paste the area outside the circle into the blank quadrant in a mosaic design. Try not to overlap
pieces. You may need to cut your colored pieces into smaller pieces so they will fit.

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Name _________________________________________ Date _________________________
Circle Cover-Up - Circles and Parallelograms

1. Cut out one circle from the Circle Cover-Up, Circles to Cut student sheet.
2. Cut the sectors of the circle apart and arrange them on the
grid paper as shown to form a parallelogram.
3. Use the grid paper to help you approximate the area of the parallelogram formed. What is
the approximate area of the parallelogram? __________ square units
4. Write the formula for the area of a parallelogram. _________________________________
1
5. Rewrite the formula for the parallelogram replacing the base (b) with 2 the length of the
circumference of the circle 2 . _______________________________________________
6. The length of
is equivalent to the length of what part of a circle? ___________________
7. Rewrite the formula for the parallelogram from step 5 above. Replace 2 with r.

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8. Rewrite the formula above, replacing the height (h) with the radius of the circle (r).
9. If the radius of the circle is 5 units, find the measure of its diameter.
10. Compare the area of the parallelogram you approximated above with the area of the circle
you found using the formula. What do you notice?

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Name _________________________________________ Date _________________________
Circle Cover-Up - Circles to Cut

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Performance Task: I Have a Secret Angle

An 8th Grade Math Teacher saw the following job listing in a magazine:
The teacher decided to ask her 8th grade students for help, since they are very creative.
They will need to develop problems for the 7th grade standard:
Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step
problem to write and solve simple equations for an unknown angle in a figure.
She gave them craft sticks, rulers, protractors, and other related supplies and instructed them to
design exercises similar to exercises that they solved last year.
They designed worksheets about fashion design, cell phones, entertainment, etc. that contained
problems with illustrations similar to the following examples:
Write and solve an equation to find the measure of angle x.
Write and solve an equation to find the measure of angle x.
We will use the information we have discovered about angle relationships to write and
solve equations for the above examples

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Name _________________________________________ Date _________________________
Stained Glass Designs

Windows to the World is a locally owned company specializing in stained glass windows.
You have just been hired to create stained glass designs for circular windows. As part of
your agreement, you need to submit a design. You may include both regular and irregular
shapes in your original stained glass window design.
Windows to the World has certain requirements for their circular windows:
All designs must fit inside windows with an area ranging from 200 in2 to 400 in2.
All designs must include at least three different sets of congruent figures.
Each design must include a supplies/materials list and cost of materials.
Windows to the World increases the selling price for their windows for resale. The selling
cost for each window is the cost of the materials multiplied by 1.5.
Create a formula to calculate the selling price, and then use the formula to find the
selling price for your design.
Windows to the World pays for the supplies you used to create the window design. For each
3
design, your commission is 4 the cost of the materials.
Create a formula for finding the commission for each design. You need to submit an
invoice with the formula you used to calculate your commission as well the total cost
including the cost of the materials and the commission.
IMPORTANT: Sheets of glass are only sold in square foot sections (12 inches x 12 inches).
Prices range from $6.12 to $11.46, depending on the color. A price list is included for your
use.

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Stained Glass Supplies

Sheets of Glass are sold by the square foot.
Color
Cost per square foot
Clear/White
Blue
Pink
Black
Gray
Green
Orange
Purple
Red
Yellow
White
$6.12
$6.93
$10.26
$7.14
$6.12
$6.93
$11.01
$6.12
$10.74
$11.46
$6.12

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Name _________________________________________ Date _________________________
Stained Glass Designs

Invoice
INVOICE
Designers Name
Date
Item Description
Quantity
Price
(each)
Total Price
Total Price of Materials: ___________________

Formula for the selling price of each design:
Selling Price:
_____
______
Formula for the total cost of each design:

Total cost for the design
(Cost of materials + Commission)
______
_____
______
Attach your complete design to the invoice.

On the back of the invoice, attach a sample of each figure used in your design and list the
area of each figure. Include a description of how you found the area of each figure using
words and numbers.

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Performance Task: Boxing Bracelets
You are the owner of a prestigious jewelry store that sells popular
bracelets. They are packaged in boxes that measure 8.3
centimeters by 11 centimeters by 2 centimeters.
Part I.
a. Sketch a drawing of the box and label its dimensions.
b. Estimate the volume of the bracelet box.
c. Find the volume of the bracelet box. Be sure to show all of your work.

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Part II.
Suppose the company that makes your boxes is out of the ones that you usually
purchase. They have offered to send you another size box for the same cost. The three
different boxes that you may choose from have two of the dimensions the same as your
regular box, but increase one of the dimensions by exactly 1 centimeter.
d. Make a prediction of which box you would order if you wanted the largest possible increase
in volume.
Explain with details how you could be certain of which dimension you should increase.
Test your prediction.
Was your prediction correct? Why or why not?
e. Make a sketch of the new box and label its dimensions.

Find the volume of the new box. Be sure to show all of your work.
f. What is the difference of the volume of the original box and the volume of the new box?
g. What is the ratio of the difference from part (f) and the original volume part (e)?
h. What is the percent that is equivalent to the ratio found in part (g)? (This is known as the
percent of increase.)

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Part III.
Some of your customers frequently like to have their bracelets gift wrapped. To
determine the price for wrapping the new boxes, you wish to compare the surface area
of the original box to the surface area of the box with the largest volume. (See part d.)
i. Estimate the surface area of the two boxes.
j. Find the actual surface area for each box.

Were your estimates close to your actual results? Why or why not?
k. What is the difference between the two surface areas?
l. What is the ratio of the difference from part (j) and the surface area of the original
box?
m. What is the percent that is equivalent to the ratio found in part (l) (percent of increase)?
n. If you charge $2.00 to gift wrap the original box, how much should you charge to gift wrap
the new box? Justify your answer.

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Performance Task: Staircases

Used with permission from:
Kersaint, G. & Chappell, M.F. (2004). What do you see? A case for examining students work. Mathematics
Teacher, (97), 102.
Copyright 2004 The National Council of Teachers of Mathematics, Inc. www.nctm.org
All rights reserved.
A same-color staircase is made from Cuisenaire rods. Each time that a rod is added to
the staircase, it is offset by the space of a white (unit) rod. The rods that are used to
make the staircase are 3 units in length.
A. What is the surface area and volume of a staircase that is 3 units tall?
B. Predict the volume and surface area of a staircase that is 5 units high. Find the actual
surface area and volume, and compare them with your answer. Explain any
discrepancies that you found.
C. What will the volume and surface area be when you add the hundredth rod? Explain how
you found your answer.

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D. Develop a general method or rule that can be used to determine the volume and
surface area for any number of rods. Explain your thinking.
Extension
E. How would changing the color of the rods affect your results? Verify your answer
by completing A-D for a different color. Were the results what you predicted? If
not, explain where your thinking was off.
F. How would changing the way the stairs were made affect your results? For example,
allowing different colors of rods to be used to make the stairs. Describe how you
would change the way the stairs were made and complete A-D with this new pattern.
Were the results what you predicted? If not, explain where your thinking was off.
GLADIS KERSAINT, kersaint@tempest.coedu.usf.edu, teaches at the University of South Florida, Tampa, FL

33620.
MICHAELE CHAPPELL,chappell@mtsu.edu, teaches at Middle Tennessee State University, Murfreesboro,
TN 37132.
Both authors are interested in the professional development of teachers and the mathematics achievement of
minority students.A direct link to this article is
http://my.nctm.org/eresources/view_media.asp?article_id=6504.
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Unit 5 Frameworks - Student Edition

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Unit 5 Frameworks - Student Edition

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CCGPS

Georgia Department of Education

Standards Addressed in this Unit .....................................................................................................3

Take The Ancient Greek Challenge .....................................................................................9

MATHEMATICS GRADE 7 UNIT 5: Geometry

Georgia Department of Education

STANDARDS ADDRESSED IN THIS UNIT

MATHEMATICS GRADE 7 UNIT 5: Geometry

Georgia Department of Education

STANDARDS FOR MATHEMATICAL PRACTICE

Georgia Department of Education

Georgia Department of Education

CONCEPTS AND SKILLS TO MAINTAIN

Georgia Department of Education

characteristics of 2-D and 3-D shapes

SELECTED TERMS AND SYMBOLS

Circumference: The distance around a circle.

Complementary Angle: Two angles whose sum is 90 degrees.

Cross- section: A plane figure obtained by slicing a solid with a plane.

MATHEMATICS GRADE 7 UNIT 5: Geometry

Georgia Department of Education

Supplementary Angle: Two angles whose sum is 180 degrees.

MATHEMATICS GRADE 7 UNIT 5: Geometry

Georgia Department of Education

Take the Ancient Greek Challenge

A straight edge without any markings

Your 2nd Challenge:

Your 3rd Challenge:

Your 4th Challenge:

MATHEMATICS GRADE 7 UNIT 5: Geometry

Georgia Department of Education

Your 5th Challenge:

Your 6th Challenge:

Your 7th Challenge:

Your 8th Challenge:

Your 9th Challenge:

MATHEMATICS GRADE 7 UNIT 5: Geometry

Georgia Department of Education

MATHEMATICS GRADE 7 UNIT 5: Geometry

Georgia Department of Education

MATHEMATICS GRADE 7 UNIT 5: Geometry

Georgia Department of Education

b) A set of my parallel cross sections are congruent rectangles.

d) A set of my parallel cross sections are congruent circles.

e) A set of my parallel cross sections are parallelograms.

g) I can be made by sliding a rectangle through space.

h) I can be made by twirling a triangle through space.

i) My volume can be calculated using the area of a circle.

j) My volume can be calculated using the area of a rectangle.

MATHEMATICS GRADE 7 UNIT 5: Geometry

Georgia Department of Education

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1. Carefully wrap string around the circumference of your circular

MATHEMATICS GRADE 7 UNIT 5: Geometry

Georgia Department of Education

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Saving Sir Cumference

What two numbers should you divide? How

MATHEMATICS GRADE 7 UNIT 5: Geometry

Georgia Department of Education

Georgia Department of Education

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2. Compare the areas of the two figures below.

MATHEMATICS GRADE 7 UNIT 5: Geometry

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